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STEM no ensino da massa e do peso : um estudo com alunos do 7.º ano
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Nos países ocidentalizados o interesse e motivação dos alunos relativamente às disciplinas
de Ciências, Tecnologia, Engenharia e Matemática (disciplinas STEM) tem vindo a diminuir,
apesar da procura global de mão-de-obra qualificada nas “STEM skills” ter vindo a aumentar e a
literatura apontar para a introdução de uma abordagem integrada STEM, nos processos de
aprendizagem como forma de captar os jovens para disciplinas STEM e, desviando o enfoque do
processo de aprendizagem do professor para o aluno. Mas afinal o que é a STEM? E como é que
uma abordagem STEM influência a motivação dos alunos, as suas estruturas cognitivas e
aprendizagens? O nosso estudo pretende fazer um contributo para o acervo que tenta clarificar
atributos e potencialidades da articulação STEM no processo de ensino/aprendizagem dos alunos.
Partimos do problema: “Como é que uma abordagem STEM, sobre peso e massa, influência a
motivação dos alunos, as suas estruturas cognitivas e aprendizagens?”. Para isso, pretende-se saber
qual é a motivação e o interesse pelas áreas STEM, considerando o antes e o depois das atividades
STEM, quais são as estruturas cognitivas dos alunos sobre os conceitos de peso e massa, antes do
desenvolvimento da abordagem STEM e, por fim, quais foram as dificuldades que sentiram
durante o desenvolvimento da abordagem STEM. Para procurar dar resposta ao problema realizouse uma investigação introduzindo atividades de investigação de engenharia reversa no estudo do
peso e massa, conteúdos do programa de Ciências Físico – Químicas de 7.º ano e,
consequentemente os indivíduos “investigados” foram alunos do sétimo ano, de um agrupamento
da margem Sul. Este estudo insere-se num projeto mais amplo – GoSTEM – financiado pela
Fundação para a Ciência e Tecnologia (PTDC/CED-EDG/31480/2017). O estudo seguiu uma
metodologia de investigação mista, descritivo e com uma abordagem de teor interpretativo.
Utilizaram-se vários instrumentos de recolha de dados: questionário, mapas de frequências WAT,
documentos escritos (desenhos) e entrevista, em grupo focado. No processo de análise, os dados
foram codificados e categorizados. À medida que o trabalho se desenvolvia constatou-se a
dificuldade dos alunos para se desviarem do caminho “tradicional” onde prevalece uma separação
entre o quotidiano e o conteúdo científico. As estruturas cognitivas dos alunos evoluíram e as
dificuldades primárias sentidas foram resultado do confronto entre conhecimentos previamente
adquiridos, do seu quotidiano, e o conhecimento científico. No final manifestaram um grande
interesse em “abraçar” uma nova via, uma articulação mais integradora do que nos rodeia, uma
integração STEM nos processos de ensino-aprendizagem, mas relativamente ao facto desta via
influenciar as suas escolhas, não se verificaria nenhuma mudança por duas razões principais: terem
ideias fixas e a esmagadora maioria já pretendia enveredar pela área científica e tecnológica.
In westernized countries, students' interest and motivation in the subjects of Science, Technology, Engineering and Mathematics (subjects STEM) has been decreasing, although the global search of manpower on the “STEM skills” has been increasing and the literature aim for a introduction of an approach to integrated STEM, on the learning process as a way of attracting the youth to the subjects STEM and, diverting the process focus of learning of the teacher to the student. But what is STEM? And how does STEM influence students’ motivations, their cognitive structures and learning? Our research pretends to make a contribution for the estate that tries to clarify attributes and the potentials of articulations STEM on the process of teaching\ learning of the students. We start from our problem: “how does a STEM approach, about weight and mass, influences students’ motivations, their cognitive structures and learning?” For this, it is intended to know what is the motivation and interest in the STEM areas, considering the before and after STEM activities, what are the students' cognitive structures on the concepts of weight and mass, before the development of the STEM approach and, finally, what were the difficulties they experienced during the development of the STEM approach. To try answer to the problem an investigation took place introducing the engineering investigation activities reversed on the study of the weight and mass, content from the physicochemical program on the seventh grade and, consequently the individuals “investigated” were students from the seventh grade, from a school cluster on the south bank. This study is part of a broader project - GoSTEM - financed by the Foundation for Science and Technology (PTDC / CED-EDG / 31480/2017). Our study followed an mixed, descriptive and with an approach of interpretive content. Various data collecting instruments were used: questionnaires, WAT frequency maps, written documents (drawings) and interviews, on a focused group. On the analyze process, the data was coded and categorized. With the project evolution, the difficulty of the students to get away from the “traditional” route, where there’s a separation in between the quotidian and the scientific content, was noticed. The students’ cognitive structures evolved and the primary difficulties felt, were the result from the confront in between their already known knowledge, from their quotidian, and scientific knowledge. In the end, they manifested a great interest on opening their paths to a new way, an articulation more integrative that what surrounds us, a STEM integration on the teaching-learning process, but the fact that this way is going to influence their choices, doesn’t show any change for two main reasons: they have fixed ideas and the majority already pretended to invest on the scientific and technologic subjects.
In westernized countries, students' interest and motivation in the subjects of Science, Technology, Engineering and Mathematics (subjects STEM) has been decreasing, although the global search of manpower on the “STEM skills” has been increasing and the literature aim for a introduction of an approach to integrated STEM, on the learning process as a way of attracting the youth to the subjects STEM and, diverting the process focus of learning of the teacher to the student. But what is STEM? And how does STEM influence students’ motivations, their cognitive structures and learning? Our research pretends to make a contribution for the estate that tries to clarify attributes and the potentials of articulations STEM on the process of teaching\ learning of the students. We start from our problem: “how does a STEM approach, about weight and mass, influences students’ motivations, their cognitive structures and learning?” For this, it is intended to know what is the motivation and interest in the STEM areas, considering the before and after STEM activities, what are the students' cognitive structures on the concepts of weight and mass, before the development of the STEM approach and, finally, what were the difficulties they experienced during the development of the STEM approach. To try answer to the problem an investigation took place introducing the engineering investigation activities reversed on the study of the weight and mass, content from the physicochemical program on the seventh grade and, consequently the individuals “investigated” were students from the seventh grade, from a school cluster on the south bank. This study is part of a broader project - GoSTEM - financed by the Foundation for Science and Technology (PTDC / CED-EDG / 31480/2017). Our study followed an mixed, descriptive and with an approach of interpretive content. Various data collecting instruments were used: questionnaires, WAT frequency maps, written documents (drawings) and interviews, on a focused group. On the analyze process, the data was coded and categorized. With the project evolution, the difficulty of the students to get away from the “traditional” route, where there’s a separation in between the quotidian and the scientific content, was noticed. The students’ cognitive structures evolved and the primary difficulties felt, were the result from the confront in between their already known knowledge, from their quotidian, and scientific knowledge. In the end, they manifested a great interest on opening their paths to a new way, an articulation more integrative that what surrounds us, a STEM integration on the teaching-learning process, but the fact that this way is going to influence their choices, doesn’t show any change for two main reasons: they have fixed ideas and the majority already pretended to invest on the scientific and technologic subjects.
Descrição
Dissertação de Mestrado, Educação (Área de Especialidade em Didática das Ciências), Universidade de Lisboa, Instituto de Educação, 2021
Palavras-chave
Educação STEM Motivação Aprendizagem Actividades experimentais Teses de mestrado - 2021